250 THE DISCOVERY OF THE CHILD but with two fingers, the index and the middle finger; in the second,. the letters were touched with a wooden rod held like a pen in writing. In the main, I had the letters repeated sometimes with and sometimes without the addition of holding the instrument. It is to be noted that the child must follow with his finger the visible image of the letter drawn. It is true that this finger has akeady been exercised in touching the outlines of the geometrical figures, but this practice does not always appear to be suffi- cient for the work. We ourselves, for example, when making a drawing clearer, cannot follow perfectly the line we see and on which we have to retrace the drawing. It would be necessary that the drawing should possess some special property which attracted the point of our pencil, in magnet fashion, or that the pencil should find a mechanical guide on the paper ^where it is drawing, in order to follow with precision the trace which is apparent to the eye. Defectives did not, therefore, always, follow the drawing, either with the finger or with the rod; the teaching material did not offer any control to the work done; or offered only the untrustworthy control of the eye of the child, who certainly could not see whether or not the finger was following, the lines. I thought that, in order to get the movements of writing, carried out more exactly, and to guarantee or at least to guide execution in a more direct manner, it would be necessary to prepare hollow letter shapes, so that they were represented by a groove, in which the wooden rod might move. I made a plan for such work, but as it was too costly I was not able to carry it out, I spoke at length about this method to teachers in the courser of my lessons on teaching at the College for Training Teachers of Defectives. In the second year of the course, lithographed leaflets- were distributed and I have preserved up till now about a hundred copies of them as documents of the past. Here are the words which, spoken in public twenty-five years ago remained in lithographed form in the hands of two hundred elementary teachers without any one of them, as Professor Ferrer!